User-Centered Design and Augmentative and Alternative Communication Apps for Children With Autism Spectrum Disorders

Margaret Lubas,Jennifer Mitchell,Gianluca De Leo

doi:10.1177/2158244014537501

Margaret Lubas, Jennifer Mitchell + Show 1 more

Open Access

https://doi.org/10.1177/2158244014537501

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Journal: SAGE Open	Publication Date: Jan 1, 2014
Citations: 36	License type: cc-by

Affiliation: Old Dominion University

Abstract

Communication difficulties are among the most frequent characteristics of children with autism spectrum disorders (ASD). Lack of communication can have a significant impact on the child’s life. Augmentative and alternative communication (AAC) apps are a common form of AAC interventions that involve a combination of affordable technology with software that can be utilized to assist with communication. While AAC apps have been found to have some impact on improving the communication skills of children with ASD, current research exploring this topic is still limited. Focusing on the design process of AAC apps may provide better insight into improving clinical outcomes and user success. The user-centered design process incorporates a continuous cycle of user feedback to help inform and improve the functions and the capabilities of the technology, and it is an essential component in AAC app development. This article outlines how the user-centered design process could be adopted for the development of AAC apps for children with ASD.

Highlights

Autism spectrum disorders (ASD) are neurodevelopmental disorders that are often diagnosed in early childhood
There were still several barriers that prevented individuals from using these systems on a regular basis. These challenges could impede both parents and school systems from adopting this technology. While it seemed that parents and special education teachers believed that alternative communication (AAC) devices were the solution for children with minimal communication skills, they would need to find funding and learn the skills to use them (De Leo, Gonzales, Battagiri, & Leroy, 2011)
With the increasing presence of affordable AAC apps, it is important that new apps are created with a purpose, rather than continuing to flood the market

Summary

Introduction

Autism spectrum disorders (ASD) are neurodevelopmental disorders that are often diagnosed in early childhood. The number of pictures needed as a child’s language base grew, and the time consumed to create and store these laminated images began to place logistical limits on the value of PECS In utilizing this system, it could be difficult to maintain the increasing number of images, and instructors had no way to track these images and monitor the progress of a child. AAC devices were intended to replace printed pictures, but despite this intention, they were extremely expensive, difficult to program or personalize, not flexible enough to accommodate needs, and stigmatizing (Shane et al, 2012) Despite their technological improvement, there were still several barriers that prevented individuals from using these systems on a regular basis. While it seemed that parents and special education teachers believed that AAC devices were the solution for children with minimal communication skills, they would need to find funding and learn the skills to use them (De Leo, Gonzales, Battagiri, & Leroy, 2011)

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